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International Journal of Nursing & Clinical Practices Volume 3 (2016), Article ID 3:IJNCP-176, 5 pages
http://dx.doi.org/10.15344/2394-4978/2016/176
Research Article
Taiwanese Registered Nurses' Reasons for Failure to Practice

Huei-Lan Chang1,2 and Chiou-Fen Lin3,4*

1Doctoral Student/Supervisor, National Taipei University of Nursing and Health Sciences, Taiwan
2National Taiwan University Hospital Hsin-Chu Branch, Taiwan
3Associate Professor/Nursing Consultant, School of Nursing, National Taipei University of Nursing and Health Sciences, Taiwan
4Department of Nursing, Shuang Ho Hospital, Taipei Medical University, Taiwan
Dr. Chiou-Fen Lin School of Nursing, National Taipei University of Nursing and Health Sciences, No. 365, Ming-te Rd., Peitou District, Taipei City, Taiwan; E-mail: evalin@ntunhs.edu.tw
27 December 2015; 14 March 2016; 16 March 2016
Chang HL, Lin CF (2016) Taiwanese Registered Nurses' Reasons for Failure to Practice. Int J Nurs Clin Pract 3: 176. doi: http://dx.doi.org/10.15344/2394-4978/2016/176
This study was funded by the Ministry of Health and Welfare, Executive Yuan of Taiwan (DOH101-TD-M-113-101005).

Abstract

We examined the reasons why registered nurses do not practice nursing and the correlations between their characteristics and nonpractice factors. One hundred twelve 22-item, six-category questionnaires were completed. Nurses’ main reasons for not practicing nursing were “salaries are not adjusted with workload changes,” “insufficient staff or excessive staff reduction,” and “salaries disproportionate to workload.” Health departments and hospital administrators should adjust nurse-to-patient ratios, include on-leave coefficients in human resource considerations, and arrange part-time staff. The related advocacy could encourage recognition of nursing work and respect for the nursing image. Manual operations should be simplified and positive work environments maintained.and “social living” and build the chance of “independence from parents” through the use of respite care. This result points to the educative contribution of respite care to the development and independence of disabled children.